Teaching virtually, not virtually teaching

It has now been about two years since I first started trying to figure out this “blended” (online and traditional classroom instruction) teaching methodology.

And, although it risks totally jinxing everything, I think I’m finally getting it.

This semester has been a sort of revelation to me–that the online and in-person learning do not need to happen in these discrete chunks, but can and, indeed, should truly blend throughout the course so that students become accustomed to learning in both venues simultaneously. I’ve also intentionally sought out materials that engage students in interactive learning online, so that they’re not just responding to my content in virtual platforms, but becoming part of a larger community of interest around policy concerns.

And, perhaps most significantly, it has dawned on me that, since most of my students will, as social workers, consume much of their policy-related information online (rather than in a class discussion format or a peer-reviewed journal), part of my task in these courses should be to help them develop skills to critically consume this material, so that they can analyze and filter and apply similar information throughout their careers.

Yes, another inspiration that should have occurred to me a long time ago, but, better late…right?

My favorite part of the blended classes is probably the discussion boards, because I get so much more participation from some of the quieter students than I do in class. This semester, I’m going to use a more detailed course evaluation that assesses student reactions to those individual components, so that I can get a better sense of which pieces they’re actually engaging with, and how those activities are contributing to their overall learning.

I am, as always, open to new ideas and critiques, but here’s what I’m doing differently this semester that (again, knock on everything!) seems to be working so far: